SECTION 210:15-3-118. The arts for grade 4

(a)   Visual arts.

(1)   Standard 1 - Language of visual art: "Presenting". The student will identify and communicate using a variety of visual art terms.

(A)   Know how works of art are made with respect to the materials, media, techniques, and sources of ideas.

(B)   Describe and use the elements of art, including: line, color, form, shape, texture, value (light and dark), and space in works of art.

(C)   Describe and use the principles of design, including: rhythm, balance, contrast, movement, variety, center of interest (emphasis), and repetition in works of art.

(D)   Infer meaning from and discuss student observations of visual and expressive features seen in the environment (e.g., colors, textures, shape, form, etc.).

(2)   Standard 2- Visual art history and culture: "Responding". The student will recognize the development of visual art from a historical and cultural perspective.

(A)   Describe and place a variety of specific significant art objects by artist, style and historical and cultural context.

(B)   Identify themes and purposes of works of art and artifacts in history and culture.

(C)   Demonstrate a basic knowledge of several fields of art such as painting, sculpture, drawing, computer graphics, printmaking, architecture, fiber arts and media arts.

(D)   Identify how visual art is used in today's world, including media arts and the popular media of advertising, television, and film.

(E)   Understand how the visual arts have affected and are reflected in, the culture, traditions, and history of the United States.

(3)   Standard 3 - Visual art expression: "Creating". The student will observe, select, and utilize a variety of ideas and subject matter in creating original works of art.

(A)   Create original visual artworks using a variety of materials (media), techniques (skills), and sources for ideas.

(B)   Use observation, memory and imagination in creating original works of art.

(C)   Apply knowledge of a basic art vocabulary through experiences in creating original works of art.

(D)   Use art media and tools in a safe and responsible manner to create original visual art.

(4)   Standard 4 - Visual arts appreciation: "Connecting". The student will appreciate and utilize visual art to make interdisciplinary connections and informed aesthetic decisions.

(A)   Demonstrate appropriate behavior while attending a visual art exhibition in a museum or art gallery.

(B)   Demonstrate respect for personal artwork and the artwork of others.

(C)   Demonstrate thoughtfulness and care in completion of artworks.

(D)   Make learning connections between visual art and other disciplines, such as mathematics, science, English Language Arts, social studies, and media arts.

(E)   Critique personal art based on teacher-established criteria.

(b)   General music.

(1)   Standard 1 - Language of music: "Responding". The student meaningfully engages with the artform through reading, notating, and/or interpreting music.

(A)   Use correct terminology to discuss the elements of music, including:

(i)   Melody (e.g., steps, wide and narrow leaps, octave leap, and repeated tones, melody patterns, melodic contour, same, different, similar phrases);

(ii)   Rhythm (e.g., strong and weak beats, steady beat, offbeat, silent beat, meter in 2/4, 3/4, 4/4 and 6/8);

(iii)   Harmony (e.g., chordal harmony, chord changes, ostinato patterns, countermelody, rounds, thick and thin texture);

(iv)   Form (e.g., introduction, coda, repetition/contrast, solo/chorus, AB, ABA, rondo, D.C. al fine);

(v)   Tone Color (e.g., sound quality of individual and group performances by voice or instrument to include duets, trios, quartets, chorus, and ranges of soprano, alto, tenor, and bass);

(vi)   Pitch (e.g., high and low);

(vii)   Tempo (e.g., allegro (fast), lento (slow), andante (walking), and moderato (moderate));and

(viii)   Dynamics (e.g., forte (loud), piano (soft), mezzo forte (medium loud), and mezzo piano (medium soft)).

(B)   Use a system of syllables, numbers or letters to demonstrate basic notation:

(i)   Rhythmic (e.g., quarter note, quarter rest, paired eighth notes, half note, half rest, whole note, whole rest, dotted half note, sixteenth notes, single eighth note, single eighth rest, syncopation, 2/4, 3/4, 4/4, and 6/8).

(ii)   Melodic (sol, mi, la, do, re, high do, low la, low sol or 5, 3, 6, 1, 2, 8, low 6, low 5, and treble clef).

(C)   Experiment with variations in and demonstrate understanding of tempo (speed), timbre or tone color (sound quality), dynamics (degree of loudness), and phrasing for expressive purposes.

(D)   Identify visually and aurally:

(i)   Instrumental ensembles (e.g., marching band, orchestra, and jazz band);

(ii)   Families of orchestral instruments (e.g., strings, woodwinds, brass and percussion); and

(iii)   Classification of voice ranges (e.g., soprano, alto, tenor, and bass).

(E)   Notate simple pitch and rhythm patterns presented aurally (listening).

(2)   Standard 2 -Music history and culture: "Connecting". The student recognizes the development of music from an historical and cultural perspective.

(A)   Sing or play a variety of folk, ethnic, classical, and contemporary musical pieces.

(B)   Listen and describe music from a variety of styles, periods and cultures including European, Native American, African American, Hispanic, and Asian.

(C)   Identify music and instruments from different cultures. (e.g., bagpipes, wooden flute, koto, panpipes).

(D)   Recognize and practice appropriate audience or performer behavior appropriate for the context and style of music performed.

(E)   Demonstrate respect for music performed by others.

(F)   Identify and describe the various roles musicians have in various music settings and cultures.

(G)   Identify uses of music in everyday life (e.g., film, television, background music, and commercials).

(3)   Standard 3 -Music expression "Performing". The student presents or demonstrates an existing work formally or informally with appropriate expressive and technical skills.

(A)   Participate in music through singing (e.g., echo singing, rounds, and partner songs) and/or playing instruments (e.g., body percussion and melodic ostinatos).

(B)   Match pitches, sing in tune (C-scale range) and use appropriate tone and expression.

(C)   Play simple rhythmic patterns using sounds and silences on classroom percussion instruments to accompany songs and rhythm activities.

(D)   Play simple and syncopated rhythm patterns using sounds and silences on classroom percussion instruments to accompany songs and rhythm activities.

(E)   Play simple melodies on instruments, such as bells or xylophones.

(F)   While listening to a musical piece, use directional hand movements to follow the melodic contour (e.g., sound or progression of single tones).

(G)   Perform solos and with groups.

(4)   Standard 4 -Music appreciation: "Creating". The student understands and uses musical tools, including active listening to create and evaluate original works.

(A)   Answer unfinished short melodic patterns using voice or classroom instruments (improvisation).

(B)   Improvise with or without a system of syllables, numbers, or letters to demonstrate basic notation.

(C)   Compare students' likes and dislikes of music of different styles.

(D)   Recognize basic features of familiar and unfamiliar songs.

(E)   Participate in music through singing (echo singing, rounds, and partner songs) and/or playing instruments (e.g., body percussion and melodic ostinatos).

(F)   Use appropriate terms to explain preferences for musical works and styles.

[Source: Added at 20 Ok Reg 159, eff 10-10-02 (emergency); Added at 20 Ok Reg 821, eff 5-15-03; Amended at 26 Ok Reg 35, eff 8-21-08 (emergency); Amended at 26 Ok Reg 1446, eff 6-11-09; Amended at 31 Ok Reg 1168, eff 9-12-14]